Effects on an Ethnoscience-based Instructional Package on Students Conception of Scientific Phenomena and Attitude to Science

This study was designed io investigate the effects of an ethnoscience-based
instructional package on students conception of scientific phenomena and attitude to
Science. The study employed a non equivalent control group quasi-experimental design.
The sample for this study comprised of two hundred and forty three J. S. III students. The
study was conducted in six secondary schools (2 boys, 2 girls and 2 co-educational). The
schools were drawn through a stratified random sampling. In each school one intact class
was drawnfor the study through a simple random sampling. Out of the six schools three
schools (one male, one female and one co-educational) were assigned to the treatment
group while the remaining three schools were assigned to the control group. The
treatment group was taught science using the ethnoscience based package while the
control group was taught science using the conventional approach. Five research
questions and three hypotheses guided the study. A· Conception of Scientific Phenomenon
Test and Attitude to Science Scale were used to collect data on conception and attitude
respectively. The data on Conception of Sçientific Phenomenon were analyzed
qualitatively using categorizing and typologies: Data on Attitudes to science were
analyzed quantitatively using mean, standqrd deviation and analysis of Co-variance
(ANCOVA). The result revealed that the ethnoscience based Instructional package is
superior to the conventional approach in facilitating modern science concept formation
in learners, that the ethnoscience-based package has no dif.ferential impact on concept
formation among males and females and that the ethnoscience based /nstructional
package is more effective than the conventional package in fostering attitude to science.
The study also revealed that although with the ethnoscience based instructional package
.females showed higher attitude than males, the dif.ference in the mean attitude of males
and females taught science using the package is not statistically significant. There was
no significant interaction between gender and instructional method on students at!itude
to science. The researcher, therefore, recommended that ethnoscience based instructional
package be adopted in our school system and that teachers be trained on the proper use
of the package. This study, therefore, calls for an urgent curriculum review to reflect the
African culture and environment